Theme: NABSE Forward: Relevancy, Impact, and Sustainability
November 13-17, 2019
Mission: NABSE is devoted to furthering the academic success for the nation’s children, particularly children of African descent.
Professional Learning Examined: The importance of professional learning or professional development has been emphasized in the Every Student Succeed Act (ESSA) and has been at the forefront of many districts’ and schools’ planning efforts to improve the necessary knowledge and skills of teachers and leaders that create a well-rounded education for our students and that prepare them to meet the challenging academic standards. This strands invites proposals where districts, organizations, and/or schools 1) have addressed and solved professional learning challenges, 2) have established a pathway for seeking micro-credentialing or competency-based professional learning status, 3) have utilized technology to advance or change how professional learning is implemented, and 4) have utilized a sound professional learning program that has changed the academic, social, and emotional outcomes for students.
School-Board and Superintendent Leadership: A school board and superintendent team focused on working collaboratively to meet the needs of the students and community is vital to students’ success and to achieving the goals each has defined for themselves and families. Based on positive student outcomes, documented success, and a cohesive school board-superintendent team, this strand invites proposals that address any of the following areas (select 1 to 2 areas):
- Accountability: Monitoring and improving student outcomes; evaluating board approved programs to improve student outcomes; analyzing results from state accountability systems/assessments;
- Advocacy: Establishing a voice and forming partnerships with local, regional, state and federal officials to impact the outcomes for staff, students and community; marketing the successes experienced within your district and/or community because educational efforts;
- Fiscal & Policy Management: Designing systems to monitor the district’s fiscal health; reviewing & auditing policy; maintaining a pulse of legislative changes which may impact the district;
- District Culture: Embracing the roles and responsibilities of a school board; forming a boardsuperintendent team focused on the mission; building the capacity of all members of the district;
Teaching and Leading the Diverse Learners: It is the responsibility of schools and districts to create a school culture and instructional climate that embrace the growing diversity found within our schools and communities. What specific, proven, programs, practices, or strategies are yielding great results with minoritized students, specifically students of African descent, in our classrooms. Proposals should clearly explain, illustrate, and apply how schools and districts are answering these and alike questions to lead, teach, remediate, support, innovate, prepare, and/or educate the diverse and unique populations (special education, early childhood/elementary, LGBTQ, families in poverty, DACA, trauma, African-American girls or boys, gifted and talented, middle or high school students, student transition from high school to college) of our schools. Strands that are supported with proven results will receive strong consideration.
Results-Driven Turnaround Approaches: School improvement and school turnaround both aim to improve student outcomes by changing how schools and classrooms operate. Models have included community schools and charter schools. They differ in that school turnaround involves quick, dramatic improvement within three years, while school improvement is often marked by steady, incremental improvements over a longer time. The strand invites proposals from districts, schools, and organization who have formulated specific and coherent evidence-based strategies, initiatives, and/or recommendations for use by educators aiming to quickly and dramatically
improve student achievement in low-performing schools. Proposals that offer processes that will help educational leaders to develop practices and policy alternatives for immediate implementation in schools are encouraged.
Scaling Systemic Equity: This strand highlights the individual schools and districts who have demonstrated that the links between poverty, race, and educational outcomes can be and have been dismantled. The call is for districts and schools who have moved the needle of scaling systemic equity approaches to addressing and eradicating the historical failures to educate our students. Proposals may address principles that can be used to design institutional structure and to stimulate practices that results in large-scale improvement and how schools and districts have organized and aligned processes, practices, structures, and culture to accelerate the urgency at all levels to do “whatever it takes” for every student to achieve success in school.
CALL FOR RESEARCH ROUNDTABLE ABSTRACTS
Research Roundtable Abstracts: This strand calls for current research (theses, dissertations, action research or projects) proposals that address the NABSE mission to produce research that identifies educational practices that demonstrate excellence in the school performance of African American studies. Abstracts should clearly adhere to and speak to the NABSE mission and purposes. Using APA, the Research Roundtable abstract should include the following relative research information: the problem under investigation, the participants, essential features of study method, basic findings, and conclusion and implications. This abstract should be attached in an email before or on June 1, 2019 and emailed to email@example.com.